Mathematics Teachers’ Experiences on Web-assisted Instruction Applications within the Scope of Teaching Practice Course

Abstract

Due to the COVID-19 epidemic conditions, education activities have been carried out as emergency distance education since March 2020. The fact that the practice-based teaching practice courses taught in the last year of education faculties have to be taught according to the new conditions has led to many different experiences. In this context, applications for the teaching practice course were carried out online with web support and different experiences were experienced for teacher/preservice teachers. The aim of the study is to examine the experiences of preservice mathematics teachers on web-assisted teaching applications within the scope of teaching practice course. Case study design, one of the qualitative research methods, was preferred. The participants of the study consist of 7 preservice mathematics teachers who participated in web-assisted teaching applications within the scope of the teaching practice course in the fall and spring semesters of the 2020-2021 academic year. As a data collection tool, an evaluation form consisting of 9 open-ended questions prepared by the researchers was used. Within the scope of the study, only three questions of the form were subjected to content analysis. Obtained findings; the experiences gained in web-assisted teaching applications, positive and negative situations and the contributions of the teaching practice course were examined in the categories. Accordingly, the experiences of preservice teachers; it was included in the categories of “using of technology, classroom management, professional development and preparation of course content”. It was determined that although the expressions of the preservice teachers about positive situations were mostly in the category of “motivation”, their negative expressions were in the category of “limitation of technology”. Preservice teachers made statements regarding the contributions of the teaching practice course in the categories of “professional development, contribution to pedagogical content knowledge and motivation”.